Roller sports as a means of adaptive physical education for children with autism spectrum disorders

Importance. The popularization of roller sports among children with autism spectrum disorders dictates the need to develop scientifically based training methods. The purpose of the study is to substantiate the use of roller sports as a means of adaptive physical education for children with autism spectrum disorders.

Research Methods. The study involved 23 boys aged 9–10 years old with autism spectrum disorders who were divided into control (n = 10) and experimental groups (n = 13) groups. The study investigated physical qualities and severity of signs of autism spectrum disorders. The Mann– Whitney test (pM–U) is used to examine the reliability of the obtained indices of unrelated samples, and the Wilcoxon T-criterion (pW) is used for related samples at the significance level of p ≤ 0.05. Indices are presented as median and interquartile range.

Results and Discussion. Roller-sport lessons consist of four parts: introductory, preparatory, main and final. This division is necessary to prepare not only the physical but also the mental state of the child. Means and methods should be selected depending on the degree of severity of autism symptoms. The main elements of roller-sport, used in classes for children with autism spectrum disorders, are basic and specific. To correct the psycho-emotional state, a visual timetable with counting and clarifying designations, a board with visual cards ‘First Then’ are used. A visual timer is used to mark the time limits of the lesson, to reduce anxiety and to mark its beginning and end. Conclusion. Roller-sport has a favorable effect on the psychophysical state of children with autism spectrum disorders. Further popularization of roller-sport is the prospect of the research.

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